Source document: Studia paedagogica. 2020, vol. 25, iss. 4, pp. [51]-72
Extent
[51]-72
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2020-4-3
Stable URL (handle): http://hdl.handle.net/11222.digilib/143453
Type
Article
Language
English
License: Not specified license
Abstract(s)
In recent decades, the number of students accessing higher education has grown, leading to a greater diversity of student profiles and modalities of studying. This means a new scenario among higher education institutions in which online universities are becoming increasingly relevant. The aim of this article is to explore how students' university trajectories differ according to age, gender, and university type at three Catalan universities (N = 20,745). For this purpose, we carried out a sequence analysis to identify university trajectories and then compared them according to the study modality (face-to-face/online) and the student profile (traditional/non-traditional). The results show differences in university progression trajectories among non-traditional students according to the university type. In particular, there was a higher incidence of dropout at face-to-face universities among non-traditional students. In the case of online universities, in contrast, dropout was not a phenomenon exclusive to non-traditional students, with similar dropout rates among all students regardless of profile.
Document
References:
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[23] Robinson, R. A. (2004). Pathways to completion: Patterns of progression through a university degree . Higher Education, 47(1), 1–20. https://doi-org.ezproxy.muni.cz/10.1023/B:HIGH.0000009803.70418.9c | DOI 10.1023/B:HIGH.0000009803.70418.9c
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[25] Safford, K., & Stinton, J. (2016). Barriers to blended digital distance vocational learning for non-traditional students . British Journal of Educational Technology, 47(1), 135–150. https://doi-org.ezproxy.muni.cz/10.1111/bjet.12222 | DOI 10.1111/bjet.12222
[26] Sánchez-Gelabert, A., & Elias, M. (2017). Los estudiantes universitarios no tradicionales y el abandono de los estudios . Estudios Sobre Educación, 32(0), 27–48. https://doi-org.ezproxy.muni.cz/10.15581/004.32.27-48 | DOI 10.15581/004.32.27-48
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[29] Sproat, W. (2018). Success rates of second semester anatomy students in online and on-ground classes at a Community College in East Tennessee . [Dissertation, East Tennessee State University]. Electronic theses and dissertations of ETSU. https://dc.etsu.edu/etd/3371
[30] Stoessel, K., Ihme, T. A., Barbarino, M.-L., Fisseler, B., & Stürmer, S. (2015). Sociodemographic diversity and distance education: Who drops out from academic programs and why? Research in Higher Education, 56(3), 228–246. https://doi-org.ezproxy.muni.cz/10.1007/s11162-014-9343-x | DOI 10.1007/s11162-014-9343-x
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[33] Tilley, B. P. (2014). What makes a student non-traditional? A comparison of students over and under age 25 in online, accelerated psychology courses . Psychology Learning & Teaching, 13(2), 95–106. https://doi-org.ezproxy.muni.cz/10.2304/plat.2014.13.2.95 | DOI 10.2304/plat.2014.13.2.95
[34] Treinienė, D. (2019). The concept of nontraditional student . Vocational Training: Research And Realities, 28(1), 40–60. https://doi-org.ezproxy.muni.cz/10.2478/vtrr-2017-0004
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[36] Wojciechowski, A. (2004). The relationship between student characteristics and success in an online business course at West Shore Community College . [Dissertation, Western Michigan University]. Scholar Works at WMU. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=2152&context=dissertations
[37] Xiao, J. (2018). On the margins or at the center? Distance education in higher education . Distance Education, 39(2), 259–274. https://doi-org.ezproxy.muni.cz/10.1080/01587919.2018.1429213 | DOI 10.1080/01587919.2018.1429213
[38] Xu, D., & Jaggars, S. S. (2011). Online and hybrid course enrollment and performance in Washington State Community and Technical Colleges . Community College Research Centre, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/publications/online-hybrid-courses-washington.html
[39] Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas . The Journal of Higher Education, 85(5), 633–659. https://doi-org.ezproxy.muni.cz/10.1080/00221546.2014.11777343 | DOI 10.1353/jhe.2014.0028
[2] Callejo, J. (2001). Estudio de cohorte de estudiantes de la UNED: una aproximación al análisis del abandono . Revista Iberoamericana de Educación a Distancia, 4(2), 33–70. https://doi-org.ezproxy.muni.cz/10.5944/ried.4.2.1179
[3] Cavanaugh, J. K., & Jacquemin, S. J. (2015). A large sample comparison of grade based student learning outcomes in online vs. face-to-face courses . Journal of Asynchronous Learning Network, 19(2). https://doi-org.ezproxy.muni.cz/10.24059/olj.v19i2.454
[4] Choi, H. J., & Park, J.-H. H. (2018). Testing a path-analytic model of adult dropout in online degree programs . Computers and Education, 116, 130–138. https://doi-org.ezproxy.muni.cz/10.1016/j.compedu.2017.09.005 | DOI 10.1016/j.compedu.2017.09.005
[5] Denice, P. (2019). Trajectories through postsecondary education and students' life course transitions . Social Science Research, 80, 1–18. https://doi-org.ezproxy.muni.cz/10.1016/j.ssresearch.2019.02.005 | DOI 10.1016/j.ssresearch.2019.02.005
[6] Dos Santos, L. M. (2020). The motivation and experience of distance learning engineering programmes students: A study of non-traditional, returning, evening, and adult students . International Journal of Education and Practice, 8(1), 134–148. https://doi-org.ezproxy.muni.cz/10.18488/journal.61.2020.81.134.148 | DOI 10.18488/journal.61.2020.81.134.148
[7] Francis, M. K., Wormington, S. V., & Hulleman, C. (2019). The costs of online learning: examining differences in motivation and academic outcomes in online and face-to-face community college developmental mathematics courses . Frontiers in Psychology, 10, 2054. https://doi-org.ezproxy.muni.cz/10.3389/fpsyg.2019.02054 | DOI 10.3389/fpsyg.2019.02054
[8] Gabadinho, A., Ritschard, G., Mueller, N. S., & Studer, M. (2011). Analyzing and visualizing state sequences in R with TraMineR . Journal of Statistical Software, 40(4), 1–37. | DOI 10.18637/jss.v040.i04
[9] Gilardi, S., & Guglielmetti, C. (2011). University life of non-traditional students: engagement styles and impact on attrition . The Journal of Higher Education, 82(1), 33–53. https://doi-org.ezproxy.muni.cz/10.1080/00221546.2011.11779084 | DOI 10.1353/jhe.2011.0005
[10] Glazier, R. A., Hamann, K., Pollock, P. H., & Wilson, B. M. (2020). Age, gender, and student success: mixing face-to-face and online courses in political science . Journal of Political Science Education, 16(2), 142–157. https://doi-org.ezproxy.muni.cz/10.1080/15512169.2018.1515636 | DOI 10.1080/15512169.2018.1515636
[11] Goldrick-Rab, S. (2006). Following their every move: An investigation of social-class differences in college pathways . Sociology of Education, 79(1), 67–79. https://doi-org.ezproxy.muni.cz/10.1177/003804070607900104 | DOI 10.1177/003804070607900104
[12] Grau-Valldosera, J., & Minguillón, J. (2014). Rethinking dropout in online higher education: The case of the Universitat Oberta de Catalunya . International Review of Research in Open and Distance Learning, 15(1), 290–308. https://doi-org.ezproxy.muni.cz/10.19173/irrodl.v15i1.1628
[13] Grau-Valldosera, J., Minguillón, J., & Blasco-Moreno, A. (2019). Returning after taking a break in online distance higher education: from intention to effective re-enrollment . Interactive Learning Environments, 27(3), 307–323. https://doi-org.ezproxy.muni.cz/10.1080/10494820.2018.1470986 | DOI 10.1080/10494820.2018.1470986
[14] Haas, C., & Hadjar, A. (2019). Students' trajectories through higher education: a review of quantitative research . Higher Education, 79(6), 1099–1118. https://doi-org.ezproxy.muni.cz/10.1007/s10734-019-00458-5
[15] Kehm, B., Larsen, M., & Sommersel, H. (2019). Student dropout from universities in Europe: A review of empirical literature . Hungarian Educational Research Journal, 9(2), 147–164. https://doi-org.ezproxy.muni.cz/10.1556/063.9.2019.1.18 | DOI 10.1556/063.9.2019.1.18
[16] Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research . Educational Technology Research and Development, 59(5), 593–618. https://doi-org.ezproxy.muni.cz/10.1007/s11423-010-9177-y | DOI 10.1007/s11423-010-9177-y
[17] Lundberg, J., Castillo Merino, D., & Dahmani, M. (2008). Do online students perform better than face-to-face students? Reflections and a short review of some empirical findings . RUSC. Universities and Knowledge Society Journal, 5(1). https://doi-org.ezproxy.muni.cz/10.7238/rusc.v5i1.326 | DOI 10.7238/rusc.v5i1.326
[18] Morgan, C. K., & Tam, M. (1999). Unravelling the complexities of distance education student attrition . Distance Education, 20(1), 96–108. https://doi-org.ezproxy.muni.cz/10.1080/0158791990200108 | DOI 10.1080/0158791990200108
[19] O'Shea, S. E., Stone, C., & Delahunty, J. (2015). "I 'feel' like I am at university even though I am online". Exploring how students narrate their engagement with higher education institutions in an online learning environment . Distance Education, 36(1), 41–58. https://doi-org.ezproxy.muni.cz/10.1080/01587919.205.1019970 | DOI 10.1080/01587919.2015.1019970
[20] Ortagus, J. C. (2017). From the periphery to prominence: An examination of the changing profile of online students in American higher education . The Internet and Higher Education, 32, 47–57. https://doi-org.ezproxy.muni.cz/10.1016/J.IHEDUC.2016.09.002
[21] Packham, G., Jones, P., Miller, C., & Thomas, B. (2004). E–learning and retention: key factors influencing student withdrawal . Education + Training, 46(6/7), 335–342. https://doi-org.ezproxy.muni.cz/10.1108/00400910410555240 | DOI 10.1108/00400910410555240
[22] Patterson, B., & McFadden, C. (2009). Attrition in online and campus degree programs . Online Journal of Distance Learning Administration, 12(2). https://eric.ed.gov/?id=EJ869274
[23] Robinson, R. A. (2004). Pathways to completion: Patterns of progression through a university degree . Higher Education, 47(1), 1–20. https://doi-org.ezproxy.muni.cz/10.1023/B:HIGH.0000009803.70418.9c | DOI 10.1023/B:HIGH.0000009803.70418.9c
[24] Rodrigues de Oliveira, P., Aparecida Oesterreich, S., & Luci de Almeida, V. (2018). School dropout in graduate distance education: evidence from a study in the interior of Brazil . Educação e Pesquisa, 44, 1–20. https://doi-org.ezproxy.muni.cz/10.1590/s1678-4634201708165786
[25] Safford, K., & Stinton, J. (2016). Barriers to blended digital distance vocational learning for non-traditional students . British Journal of Educational Technology, 47(1), 135–150. https://doi-org.ezproxy.muni.cz/10.1111/bjet.12222 | DOI 10.1111/bjet.12222
[26] Sánchez-Gelabert, A., & Elias, M. (2017). Los estudiantes universitarios no tradicionales y el abandono de los estudios . Estudios Sobre Educación, 32(0), 27–48. https://doi-org.ezproxy.muni.cz/10.15581/004.32.27-48 | DOI 10.15581/004.32.27-48
[27] Sánchez-Gelabert, A., Valente, R., & Duart, J. M. (2020). Profiles of online students and the impact of their university experience . International Review of Research in Open and Distributed Learning, 21(3), 230–249. https://doi-org.ezproxy.muni.cz/10.19173/irrodl.v21i3.4784
[28] Simpson, O. (2013). Student retention in distance education: are we failing our students? Open Learning, 28(2), 105–119. https://doi-org.ezproxy.muni.cz/10.1080/02680513.2013.847363 | DOI 10.1080/02680513.2013.847363
[29] Sproat, W. (2018). Success rates of second semester anatomy students in online and on-ground classes at a Community College in East Tennessee . [Dissertation, East Tennessee State University]. Electronic theses and dissertations of ETSU. https://dc.etsu.edu/etd/3371
[30] Stoessel, K., Ihme, T. A., Barbarino, M.-L., Fisseler, B., & Stürmer, S. (2015). Sociodemographic diversity and distance education: Who drops out from academic programs and why? Research in Higher Education, 56(3), 228–246. https://doi-org.ezproxy.muni.cz/10.1007/s11162-014-9343-x | DOI 10.1007/s11162-014-9343-x
[31] Tait, A., & Mills, R. (1999). The convergence of distance and conventional education. Patterns of flexibility for the individual learner . Routledge.
[32] Tello, S. F. (2007). An analysis of student persistence in online education . International Journal of Information and Communication Technology Education, 3(3), 47–62. https://doi-org.ezproxy.muni.cz/10.4018/jicte.2007070105 | DOI 10.4018/jicte.2007070105
[33] Tilley, B. P. (2014). What makes a student non-traditional? A comparison of students over and under age 25 in online, accelerated psychology courses . Psychology Learning & Teaching, 13(2), 95–106. https://doi-org.ezproxy.muni.cz/10.2304/plat.2014.13.2.95 | DOI 10.2304/plat.2014.13.2.95
[34] Treinienė, D. (2019). The concept of nontraditional student . Vocational Training: Research And Realities, 28(1), 40–60. https://doi-org.ezproxy.muni.cz/10.2478/vtrr-2017-0004
[35] Willging, P. A., & Johnson, S. D. (2009). Factors that influence students' decision to dropout of online courses . Journal of Asynchronous Learning Networks, 13(3). https://eric.ed.gov/?id=EJ862360
[36] Wojciechowski, A. (2004). The relationship between student characteristics and success in an online business course at West Shore Community College . [Dissertation, Western Michigan University]. Scholar Works at WMU. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=2152&context=dissertations
[37] Xiao, J. (2018). On the margins or at the center? Distance education in higher education . Distance Education, 39(2), 259–274. https://doi-org.ezproxy.muni.cz/10.1080/01587919.2018.1429213 | DOI 10.1080/01587919.2018.1429213
[38] Xu, D., & Jaggars, S. S. (2011). Online and hybrid course enrollment and performance in Washington State Community and Technical Colleges . Community College Research Centre, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/publications/online-hybrid-courses-washington.html
[39] Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas . The Journal of Higher Education, 85(5), 633–659. https://doi-org.ezproxy.muni.cz/10.1080/00221546.2014.11777343 | DOI 10.1353/jhe.2014.0028